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Operational support for the right to play in childhood

Operational support for the right to play in childhood

we must remember that he developed this progression of stages of knowledge based on his observation of the marble game An activity just typical of childhood and a game with no developmental rules for adults. So there is no interaction with adults and no pressure from other older players to impose their reputation. This means that we are in activities that are clearly characterized by communication between equals, which can make the children studied by Piaget more aware of their autonomy. But in sports competitions or activities such as football or hockey, the adult game is always modeled and rules are set and even almost always controlled by them (referee, coaches, fathers, teachers, etc.).

For this reason, other follow-up studies

 For example, Lines and Maldonado (1987) tried to understand how children learn to play football. By analyzing how children organize their thoughts and construct 스포츠중계, you will discover which rules they develop based on their playing experience and what they think are the rules of football. Can it be changed and if so how to do it. They wanted to know what stages children’s play goes through, from the youngest to reaching the idea of ​​​​football close to adulthood. And a very similar study, building on previous studies, sought to determine whether there were similarities in rule-making with children practicing other case study activities in field hockey (Grosz, 2005).

From analyzes of these studies and clinical interviews

Performed with children, the game practice levels can be classified as follows (practical knowledge of game rules). Although it is logically taken into account that not all analyzed subjects show all the unique characteristics of a level, although they do show the main characteristics, and the characteristics of each level must be adapted to the specific rules of each game. There are:

The child is at a time when his play is purely motor, the simple coordination of his movements with the mobile. They don’t see any rule as an obligation because they can’t understand what a rule is With children aged one and a half to three or four years old.

Level 1: Parallel activity. The idea of ​​a rule already arises. But each child plays his game, without any interest in what the other players are doing, without any action between them to achieve the goal.

Children have an idea of ​​the purpose of their activities,

 With regard to the most relevant actions in the game So there can be as many types of football matches as goals, kicks, passes, dribbling.

The rules are not so much rules as descriptions of what you have to do to play.

These are the implicit rules that belong to, for example, the explicit role of the football player, what he plays, what he plays as a football player. But it’s still quite a play with the rules, as his focus shifts from external models to coordinating his own actions, more reminiscent of an adult game than imaginary characters in symbolic play.

Development of coordination in sport. From six to eight years, there is a gradual coordination of player activities. Actions are already defined by clear rules that specify what should be done, but not so much what is done during the game.


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